Transcript Slide 1
Old Challenges and New Directions in Curriculum Integration: Identifying Successful Strategies
CIEE Conference, November 22, 2013 Lynn C. Anderson, Adam Pagel, Linda York, Chris Silverstein
Lynn C. Anderson International Education Consultant (former Dean of International Education, UC San Diego)
Using Data to Dispel Myths about Education Abroad: Time to Graduation •
92%
of UC San Diego students who studied abroad graduated in
4.2
years. Only
78%
of students who did not study abroad graduated in
4.2
years.
• Among Engineering majors, the numbers were
92%
and
77%
. Among Science and Math majors,
87% 77%
. and
79%
. Among BioSci majors,
94%
and • This holds true regardless of family income, anticipated first year GPA, ethnicity, first or second generation, home location, SAT scores, etc. 5/1/2020 UCEAP-Annual-Conference_2011.pptx
3
• • • • • • • Demographics of UC San Diego Education Abroad Students 36% are STEM students (national average is 17%) 50% participate in UCEAP programs, 20% in UCSD Global Seminars (faculty-led, 8 units, 5 weeks), 30% participate in programs offered by other universities and education abroad affiliates Highest number of students come from biology, communications, economics, political science, and international studies Most popular destinations: Western Europe, Asia, Oceania and Latin America (tied) 70% of students going abroad are female, 30% are male Ethnicity of students abroad matches UCSD ethnicity fairly well Family income level of students abroad matches UCSD income level 5/1/2020 UCEAP-Annual-Conference_2011.pptx
6
FIELDS OF STUDY OF U.S. STUDY ABROAD STUDENTS, 2001/02 - 2011/12
PERCENT OF U.S. STUDY ABROAD STUDENTS 25 20 15 10 5 0 2001/02 2002/03 2003/04 Social Sciences Fine or Applied Arts Engineering Other 2004/05 2005/06 2006/07 Business & Management Health Professions Math or Computer Science 2007/08 2008/09 Humanities Foreign Languages Agriculture 2009/10 2010/11 Physical or Life Sciences Education Undeclared 2011/12 Source: Institute of International Education. (2013). "Fields of Study of U.S. Study Abroad Students, 2001/02-2011/12." Open Doors Report on
International Educational Exchange. Retrieved from http://www.iie.org/opendoors
PERCENT OF U.S. STUDY ABROAD STUDENTS IN ENGINEERING AND MATH/COMPUTER SCIENCE
2001/02 - 2011/12
4,5 4 3,5 3 2,5 2 1,5 1 0,5 0 2001/02 2002/03 2003/04 2004/05 2005/06 Engineering 2006/07 2007/08 Math or Computer Science 2008/09 2009/10 2010/11 2011/12 Source: Institute of International Education. (2013). "Fields of Study of U.S. Study Abroad Students, 2001/02 2011/12." Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors
College of Science and Engineering at the University of Minnesota:
International Initiatives, Breaking Through the Plateau Adam Pagel, CSE INTL [email protected]
Brief history…
• • •
Very few STEM students abroad prior to 2000 (just a few a year, from an undergrad population of over 5,000) Greatest growth in short term faculty led options, primarily in the developed world Parallel growth in project based (non-credit) international programs (Engineers Without Borders, Innovative Engineers)
• • •
Regularly sending 200+ CSE students abroad each year on a mix of credit and non credit opportunities Trend line has flattened out around that mark Why?
– –
The “old” challenges are still all present: strict degrees, no second language required, program costs and trade-off costs We work around them, but we have not removed them
Today-What is Working?
• • • • •
Short term, faculty led Work abroad Research abroad Student projects/funded competitions Key exchanges
Scale Up?
•
Most of what “has worked” so far are the hardest opportunities to offer consistently and scale up
– – – –
Exchanges (limited) Faculty led (go upon the availability of busy professors) Research/work—heavy on planning and advising, low on numbers Student groups: high interest, limited options abroad each year
Strategies
• • • • • • •
Increase staffing (of course!) Apply the “exchange mentality” to traditional programs that do not cap participation Pro-active course articulation Mentor students to increase competition success rates New programs that match student interests Partner with other offices to share admin roles Change the curriculum (the ultimate goal)
Questions…
• •
Are we measuring the right thing?
Are participation rates the right way to measure the impact of internationalization on our student population?
University of California Education Abroad Program UCEAP Linda York, Regional Director, Europe, UCEAP
eap.ucop.edu
UCEAP Program Development
New Program Priorities Thematic or disciplinary focus Coursework in English Research and internship opportunities Shorter length programs STEM programs including gateway courses
Curriculum Integration and Program Development • Multi-campus system → challenges and opportunities for program development – Consultation about likelihood of granting credit x 9 campuses – “Likelihood” rather than preapproval – More options in finding a program fit – Larger sample size helps inform what is working for students
New UCEAP Programs
• • • • • Engineering for Sustainability, Munich Germany Sotheby’s, London, Art and Business Public Health in the Dominican Republic with CIEE Lab research program in science and engineering, NTU Taiwan Contemporary Indonesia, Yogyakarta
Sussex Summer Physics
• “Bottom up” curriculum integration – Summer 2013: 266 of 395 UC participants took Intro to Physics I & II (calculus-based): • UCSD – 4 • UCLA – 185 • UCI- 61 • UCD - 2 • UCB - 14 → Expanding to Glasgow and Dublin Summer 2014 → Adding linear algebra to FUBiS Summer 2014
“Redeveloping” Programs
• Participation trends can inform us of what is working in our immersion programs – Science and engineering majors are the largest cohort going to Copenhagen (29%) and Lund (36%) – Psychology majors are one of the largest cohorts going to our programs in the Netherlands (20-28%) → Repackaging programs to appeal to specific majors and developing sample study plans based on frequently taken courses
Chris Silverstein Academic Integration Specialist University of California, Santa Barbara
University of California, Santa Barbara
• UCSB: 18,000+ undergrads, 200+ majors • Study Abroad options: 42 countries, 140 programs, countless departments & courses 900 students abroad annually What to do?!?
Our role? Promote, Encourage, Assist • • • Work with departments Use returned students Utilize our website